The Role of Social-Emotional Learning In Bullying Prevention Efforts
Bibliographic Data
| ID | 4255455 |
|---|---|
| Authors | Brian H Smith (Committee for Children), Blair H Smith (0000-0002-5362-9430), Sabina Low (0000-0001-8606-2816, Wichita State University) |
| Year | 2013 |
| Volume | 52 |
| Issue | 4 |
| Pages | 280-287 |
| Publication date | 2013-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2013.829731 |
| OpenAlex | W2074207348 |
| Language | EN |
| Citations received | 30 |
| References cited | 39 |
This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the individual and peer levels of the school social-ecology. SEL has been shown to be an effective component in comprehensive bullying prevention interventions and other interventions targeting problems such as substance abuse. SEL programs have also been shown to improve student skills, reduce problem behaviors, and increase academic achievement. This article discusses how skills taught in SEL programs contribute to bullying prevention and shows the research links between SEL skills and bullying. Specific suggestions are provided for teachers of ways to support student skill acquisition and strengthen the gains provided by SEL programs
Developmental psychology · Psychological intervention · Social emotional learning · Social skills · Applied Psychology · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Psychology
Aspire to a Better Future
Social-emotional competencies and bullying victimization among students of grade 3-5 in Shanghai
Pathways from Bullying To Suicidal Ideation in Adolescents
WSCC
Efficacy of School-based SEL Programs
Does school climate affect students’ social and emotional skills? The importance of relationships
Barreras y facilitadores para la inclusión educativa de personas con discapacidad intelectual
The impact of social and emotional learning on students' bullying behavior
Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship
School-wide social emotional learning (SEL) and bullying victimization
Beyond the individual
Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school
Associations Between Weight‐Based Bullying, Developmental Internal Assets, and Perceived Social Support Among Youth
Before‐School Physical Activity Program's Impact on Social and Emotional Learning
Ecological correlates of bullying and peer victimization among urban African American adolescents
Students’ Emotions in Socio-constructivist Approaches
Developmentally Appropriate Prevention of Behavior and Emotional Problems and Fostering of Social and Emotional Skills in Elementary School – Overview of Program Theory and Measures of the Preventive Intervention Program Papilio-6to9
Keeping Early Social-Emotional Learning Developmental
Exploring the mediating roles of bullying, school fighting, and media literacy in the relationship between social-emotional competence and cyberbullying among adolescents
Intervention to address bullying in primary schools in rural China
Effects of a Social and Emotional Competence Enhancement Program for Adolescents Who Bully
School Built Environments and Bullying Behaviour
How Teachers Deal with Cases of Bullying at School
Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students
Predictors of Suicidal Thoughts and Attempts among School-Going Thai Adolescents
Bullying Victimization and Internalizing Problems of Foreign-Born and U.S.-Born Latino/Hispanic and Asian Adolescents in the United States
Dynamic Associations of Parent–Adolescent Closeness and Friend Support With Adolescent Depressive Symptoms Across Ages 12–19
Why witnesses of bullying tell
When Push Comes to Shove
Why are Some Victims Also Bullies? The Role of Peer Relationship Management and Anger Regulation in Traditional Bullying
Sensation seeking, impulsive decision-making, and risky sex
A Systematic Review of School-Based Interventions to Prevent Bullying
Bullies and Victims in the Peer Ecology
Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions
School‐Based Programs to Reduce Bullying and Victimization
Effectiveness of school-based programs to reduce bullying
The Emergence of Chronic Peer Victimization in Boys' Play Groups
Participant role approach to school bullying
Research on School Bullying and Victimization
Overt and relational aggression and victimization
Bullying, Victimization, and Sexual Harassment During the Transition to Middle School
Bystanders Matter
The Relations of Regulation and Emotionality to Resiliency and Competent Social Functioning in Elementary School Children
Social-Emotional Competence as Support for School Readiness
Bullying and the peer group
Predictors of bullying and victimization in childhood and adolescence
Long-term Effects of the Positive Action ® Program
Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories
A review and reformulation of social information-processing mechanisms in children's social adjustment
Emotional Regulation and Display in Classroom Victims of Bullying
The Social Context of Young Children's Peer Victimization
Bullying, victimization and peer harassment
The relationships between social intelligence, empathy, and three types of aggression
Associations Among Empathy, Social Competence, & Reactive/Proactive Aggression Subtypes
Affective predictors of preschoolers' aggression and peer acceptance
Reducing Playground Bullying and Supporting Beliefs
The Impact of Enhancing Students' Social and Emotional Learning
Translating emotion theory and research into preventive interventions
| Unique citing works | 30 |
|---|---|
| Citations per year | 2,73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 30 |